Teachers should be able to identify key characteristics of classroom practices and specify how these characteristics serve to implement policies. (TL.1.a) and explain the principles of using ICT in education, describe how these principles can be put into practice, analyse the issues that arise in implementing these principles and how the issues can be addressed (KD.1.a).
Teachers should be able to match specific curriculum standards to particular software packages and computer applications and describe how these standards are supported by these applications. (TL.2.a) but also identify key concepts and processes in the subject area, describe the function and purpose of subject-specific tools and how they support students’ understanding of these key concepts and processes and their application to the world outside the classroom. (KD.2.a)
Describe how collaborative, project-based learning and ICT can support student thinking and social interaction, as students come to understand key concepts, processes, and skills in the subject matter and use them to solve real-world problems. (KD.3.a) and identify or design complex, real-world problems and structure them in a way that incorporates key subject matter concepts and serves as the basis for student projects. (KD.3.b)
Use a network and appropriate software to manage, monitor and assess progress of various student projects. (KD.4.d)
Use ICT to communicate and collaborate with students, peers, parents and the larger community in order to nurture student learning. (KD.4.e)
Use ICT to search for, manage, analyse, integrate and evaluate information that can be used to support their professional learning. (KD.6.c)
Use ICT to access outside experts and learning communities to support their activities and their own professional learning. (KD.6.b)